Brain-computer interface for augmentative and alternative communication access: The initial training needs and learning preferences of speech-language pathologists.

Abstract

Purpose: To enable the codesign of a training framework for brain-computer interfaces for augmentative and alternative communications access (BCI-AAC), the aim of this study is to evaluate the initial BCI-AAC training needs and preferred learning strategies of speech-language pathologists (SLPs) with AAC experience.

Method: Eleven SLPs employed across a broad range of settings completed a semi-structured interview. A grounded theory approach alongside peer debriefing and review, member checking, and triangulation procedures were utilised for thematic analysis to help ensure data reliability and credibility.

Result: Regarding critical training needs, SLPs identified the subthemes of (a) personalisation of intervention, (b) technical aspects, (c) BCI-AAC system types and access, and (d) how to support stakeholders in BCI-AAC implementation. Regarding learning strategy preferences, participants discussed (a) expert guidance and demonstrations, (b) hands-on experience, alongside (c) media and presentations.

Conclusion: Findings present a continuum of critical training needs ranging from more foundational information to more personalised assessment and intervention consideration. These thematic results present a first step in developing a basic framework for SLP training in BCI-AAC to utilise and build from as technology development continues, and provides an important initial starting point for the codesign of clinically focused BCI-AAC trainings.